Learning by doing: a reflection on trade fairs as spaces for interdisciplinary professional training
DOI:
https://doi.org/10.22267/rtend.262701.294Keywords:
educational management, university laboratory, business, pedagogical guidance, educational technologyAbstract
Introduction: University business fairs have established themselves as educational settings for experimental learning, promoting the integration of theory and practice in the training of future professionals. Objective: To reflect on the impact of the fairs organized by the Department of Business Administration, National Unified Corporation for higher Education (Corporación Unificada Nacional de Educación Superior, CUN) between 2022 and 2024, investigating how they contribute to the development of business and socio-emotional skills. Methodology: A mixed approach was adopted, including document review, student and teacher surveys, semi-structured interviews, and indirect observation on fair records. Reflection: Significant progress was found in negotiation, entrepreneurship, and teamwork skills, as well as challenges in logistics management and evaluative systematization. Conclusions: The fairs strengthen student motivation and autonomy, although they require greater planning, teacher support, and formalization of evaluation processes. In addition, their potential transfer to other academic programs as an innovative teaching-learning model is proposed, contributing to future research on active methodologies in higher education.
Downloads
References
(1) Bell, R. & Bell, H. (2020). Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education. Journal of Small Business and Enterprise Development, 27, 987–1004. https://doi.org/10.1108/JSBED-01-2020-0012).
(2) Boacă, V. & Săvescu, I. (2018). Aspects of experiential learning achieved during the pedagogical practice stage. Research Journal of Agricultural Science, 50, 456–459. https://rjas.ro/download/paper_version.paper_file.9a3366d4abc5f878.426f616361205620656e2e706466.pdf
(3) Coyer, C., Gebregiorgis, D., Patton, K., Gheleva, D. & Bikos, L. (2019). Cultivating global learning locally through community-based experiential education. Journal of Experiential Education, 42, 155–170. https://doi.org/10.1177/1053825918824615
(4) Creswell, J. & Clark, V. (2017). Designing and conducting mixed methods research. Sage Publications.
(5) Dewey, J. (1938). Experience and education (Vol. 6). https://dn720204.ca.archive.org/0/items/experienceeducat00dewe_0/experienceeducat00dewe_0.pdf
(6) Efendi, G. (2024). A professional learning community as catalyst for improved teaching quality and facilitated transition from traditional to experiential learning approaches [Doctoral thesis, Northeastern University]. https://doi.org/10.17760/d20698963
(7) Fania, M., Iriani, T. & Arthur, R. (2024). Improving vocational student competencies through industrial class-based experiential learning. Jurnal Pensil: Pendidikan Teknik Sipil. 13(1), 120–129. https://doi.org/10.21009/jpensil.v13i1.38151
(8) Farnsworth, V., Kleanthous, I. & Wenger, E. (2016). Communities of practice as a social theory of learning: a conversation with Etienne Wenger. British Journal of Educational Studies, 64(2), 139–160. https://doi.org/10.1080/00071005.2015.1133799
(9) Flick, U. (2015). Introducing research methodology: A beginner's guide to doing a research project. Sage.
(10) Gavira, S. A. & Osuna, J. B. (2015). La triangulación de datos como estrategia en investigación educativa. Pixel-Bit. Revista de Medios y Educación, (47), 73–88. https://www.redalyc.org/pdf/368/36841180005.pdf
(11) Giraud, F., Fawcett, S. & Fawcett, A. (2021). SPARRING: A deliberate practice pedagogy for business education. Decision Sciences Journal of Innovative Education, 19(4), 229-240. https://doi.org/10.1111/DSJI.12248
(12) Girvan, C., Conneely, C. & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58, 129–139. https://doi.org/10.1016/j.tate.2016.04.009
(13) Gollwitzer, Z., Mack, C. & Mack, B. (2017). Experiential learning and its place in a quality business education. Honors Research Projects. 553. http://ideaexchange.uakron.edu/honors_research_projects/553
(14) González, F. P., Salazar, J. F. & Cancharí, M. A. (2024). Aprendizaje experiencial basado en simuladores de negocios sobre la satisfacción y el desempeño académico. Revista Tecnológica-Educativa Docentes 2.0, 17(1), 111–122. https://doi.org/10.37843/rted.v17i1.440
(15) Guo, P., Saab, N., Post, L. S. & Admiraal, W. (2020). A review of project-based learning in higher education: student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
(16) Harfitt, G. (2019). Community-Based Experiential Learning in Teacher Education. En Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.986
(17) Hasan, M., Arisah, N., Said, M., Eksperensial, P., Pembelajaran, P. & Proyek, B. (2023). Experiential learning model for the development of collaborative skills through project based learning practicum. JPI (Jurnal Pendidikan Indonesia), 12(2), 34-349. https://doi.org/10.23887/jpiundiksha.v12i2.57376
(18) Hermann, R. R., Amaral, M. & Bossle, M. B. (2021). Integrating problem-based learning with international internships in business education. Journal of Teaching in International Business, 32(3–4), 202–235. https://doi.org/10.1080/08975930.2022.2033667
(19) Hernández, R. & Mendoza, C. (2020). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. https://www.academia.edu/download/64312353/Investigacion_Rutas_cualitativa_y_cuantitativa.pdf
(20) Hindi, A., Willis, S. & Schafheutle, E. (2022). Using communities of practice as a lens for exploring experiential pharmacy learning in general practice. BMC Medical Education, 22(1), 12. https://doi.org/10.1186/s12909-021-03079-8
(21) Hulaikah, M., Degeng, I., Sulton, S. & Murwani, F. (2020). The effect of experiential learning and adversity quotient on problem solving ability. International Journal of Instruction, 13, 869–884. https://doi.org/10.29333/iji.2020.13156a
(22) Ibrahim, Z. & Storey, M. (2025). Being the change: Reaching new learners through PRME's creative pedagogy efforts. The International Journal of Management Education, 23(2), 101139. https://doi.org/10.1016/j.ijme.2025.101139
(23) Kolb, A. & Kolb, D. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. En S. J. Armstrong y C. V. Fukami (Eds.), The SAGE handbook of management learning, education and development (pp. 42–68). SAGE Publications Ltd. https://doi.org/10.4135/9780857021038.n3
(24) Kolb, A. Y., Kolb, D. A., Passarelli, A. & Sharma, G. (2014). On becoming an experiential educator: The educator role profile. Simulation & Gaming, 45(2), 204–234. https://doi.org/10.1177/1046878114534383
(25) Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. https://acortar.link/KrqVhj
(26) Kozlinska, I., Rebmann, A. & Mets, T. (2020). Entrepreneurial competencies and employment status of business graduates: The role of experiential entrepreneurship pedagogy. Journal of Small Business & Entrepreneurship, 35(5), 724–761. https://doi.org/10.1080/08276331.2020.1821159
(27) Kumar, S., & Bhandarker, A. (2017). Providing Unparalleled Experiential Learning Experience within Leadership Course. Developments in Business Simulation and Experiential Learning, 44(1), 244-51. https://absel-ojs-ttu.tdl.org/absel/article/view/3065
(28) Lake, D., Motley, P. M. & Moner, W. (2022). Completing the CiCLE: Long-term assessment of community-involved collaborative learning ecosystems for social innovation in higher education. Social Enterprise Journal, 18(1), 28–50. https://doi.org/10.1108/SEJ-10-2020-0089
(29) Lárez, J. H. & Jiménez, L. M. (2019). Aprendizaje basado en problemas como estrategia para promover la formación educativa ambiental en estudiantes universitarios: Una aproximación desde la didáctica. Revista de Investigación, 43(98), 50-80. http://historico.upel.edu.ve:81/revistas/index.php/revinvest/article/view/8479/5087#
(30) Leal, A. & Albort, G. (2019). Promoting innovative experiential learning practices to improve academic performance: Empirical evidence from a Spanish business school. Journal of Innovation & Knowledge, 4(2), 97-103. https://doi.org/10.1016/j.jik.2017.12.001
(31) López, A. P., García, A. C., Arévalo, A. J. U., Becerra, A. M., Romero, C. A. R., Ocampo, D. A. J. and Mateus, M. A. (2022). Aprendizaje experiencial: Prácticas y herramientas en escuelas de administración y de negocios. Editorial Universidad del Rosario. https://pure.urosario.edu.co/es/publications/aprendizaje-experiencial-pr%C3%A1cticas-y-herramientas-en-escuelas-de-
(32) Matas, A. (2018). Diseño del formato de escalas tipo Likert: Un estado de la cuestión. Revista Electrónica de Investigación Educativa, 20(1), 38–47. https://doi.org/10.24320/redie.2018.20.1.1347
(33) McKenney, S. & Reeves, T. (2014). Methods of evaluation and reflection in design research. Zeitschrift für Berufs-und Wirtschaftspädagogik, 27, 141–153. https://ris.utwente.nl/ws/files/7007413/McKenneyReevesZBW2014-PrePrint.pdf
(34) Mezirow, J. (2015). Transformative learning. challenging educational theories. https://www.torrossa.com/en/resources/an/5909127#page=332
(35) Miner, K., Rae, A. & Zakrzewski, C. (2019). A holistic and multifaceted model for ill-structured experiential problem-based learning: Enhancing student critical thinking and communication skills. Journal of Problem Based Learning in Higher Education, 7, 70–96. https://doi.org/10.5278/ojs.jpblhe.v7i1.3341
(36) Miranda, I. and Gómez, A. L. (2018). La enseñanza de las matemáticas con el enfoque de la teoría de comunidades de práctica. Educación Matemática, 30(3), 277–296. https://doi.org/10.24844/em3003.11
(37) Motta, V. & Galina, S. (2023). Experiential learning in entrepreneurship education: A systematic literature review. Teaching and Teacher Education, 121, 103919. https://doi.org/10.1016/j.tate.2022.103919
(38) Mountford, N. & Moran, G. (2023). Keeping it complex in large classroom environments. Academy of Management Proceedings, (1), 15506. https://doi.org/10.5465/amproc.2023.249bp
(39) Nzembayie, K., Buckley, A. & Talay, I. (2024). Experiential pedagogies for cultivating entrepreneurial mindsets: Action design learning as tailored framework. Entrepreneurship Education and Pedagogy. https://doi.org/10.1177/25151274241292276
(40) Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Sage. https://acortar.link/7IjrqT
(41) Piaget, J. (1970). Genetic epistemology. Columbia University Press. https://doi.org/10.7312/piag91272
(42) Sánchez, S. & Rodríguez, A. (2021). Incorporación de resultados de aprendizaje como aseguramiento de calidad educativa en una escuela de negocios. Revista Latinoamericana de Estudios Educativos (México), 51, 251–271. https://doi.org/10.48102/rlee.2021.51.ESPECIAL.476
(43) Savery, J. (2006). Overview of problem-based learning: definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. https://doi.org/10.7771/1541-5015.1002
(44) Syam, M., Ada, W. & Poerwanto, P. (2024). Evaluation of experiential learning implementation in vocational education based on student learning style. Jurnal Riset dan Inovasi Pembelajaran, 4(2), 1269-1258. https://doi.org/10.51574/jrip.v4i2.1988
(45) Tate, U., Subedi, D. & Maheshwari, S. (2019). Global educational tours and business simulations: Challenges and benefits of experiential learning in executive MBA programs. https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article=1295&context=ama_proceedings
(46) Udeozor, V. & Smith, D. (2020). The making of innovative entrepreneurs in business schools in a resource-constrained environment. Academy of Management Proceedings, 2020(1), 19277. https://doi.org/10.5465/ambpp.2020.19277abstract
(47) Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
(48) Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3. https://thesystemsthinker.com/communities-of-practice-learning-as-a-social-system
(49) Wenger, E. (2001). Comunidades de práctica: Aprendizaje, significado e identidad (G. Sánchez, Trad.). Paidós. (Obra original publicada en 1998)
(50) Wheelahan, L. (2015). Not just skills: What a focus on knowledge means for vocational education. Journal of Curriculum Studies, 47(6), 750–762. https://doi.org/10.1080/00220272.2015.1089942
(51) Zaman, F. & Mozammel, S. (2017). Impact of experiential learning theory on vocational education and training. TIJ’s Research Journal of Social Science & Management (RJSSM), 7.
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Those authors who have publications with this journal, accept the following terms:
This journal is licensed under a Creative Commons Reconocimiento-NoComercial 4.0 Internacional License. The articles can be copied, distributed, adapted and communicated publicly, as long as the credits of the work are recognized and the respective source is quoted. This work can not be used for commercial purposes.
To increase their visibility, documents are sent to databases and indexing systems.
The content of the items is the responsibility of each author, and does not compromise in any way, journal or institution.
